Factors influencing pupils’ performance on mathematics in primary school leaving examinations: the case of Ilala municipality, Dar es salaam region

This study aimed at identifying factors influencing pupils’ performance on mathematics in primary schools leaving examinations with specific reference to Ilala district, Dar es Salaam region. Four research tasks and their questions guided the study which focussed on assessing National Class Four and Seven Mathematics Examinations, assessing mathematics teachers’ qualifications, examining mathematics teaching and learning methods as well as evaluating quantity and quality of teaching and learning materials used in teaching and learning mathematics. A wide range of literature on factors influencing pupils’ performance on mathematics in primary schools leaving examination was reviewed and a conceptual framework adopted from Stufflebeam assessment model of 1971 was used to guide the study. The study was conducted in six primary schools. The total numbers of respondents were 94. They included DEO, school inspector, head teachers, mathematics teachers and pupils. Data were gathered through interviews, documentary reviews, observations and focus group discussions and were qualitatively and quantitatively analyzed. The study findings revealed that pupils would pass in National Class Four Mathematics Examinations but had not maintained their performance hence, failed on National Class Seven Mathematics Examinations due to some reasons. First, while topics from class one to class four are simple and easy to teach and learn, topics in class five mathematics curriculum were many, broad, new and difficult to teach and learn and also lacked continuity, sequence and integration. Second, while a few mathematics teachers are qualified in teaching mathematics most of them had low knowledge, lacked commitment, had little competence, and lacked encouragement. For those available were considered to have negative attitude towards the subject while lacking regular professional support. Third, overcrowded classrooms in most of schools were a setback in using effective interactions and assessment during the process of teaching and learning mathematics. The nature for teaching and learning mathematics subject in primary schools geared towards passing National Examinations because of giving priority in teaching class four and seven which are examination classes. Fourth, most of schools were found to have an acute shortage of mathematics textbooks, classrooms, offices, chairs, desks and other teaching aids resulting to non conducive environment for the teaching and learning of mathematics. The study recommends that the government should select mathematics teachers’ trainees who passed their National Form Four Examinations to join teachers colleges and when employed the subjects to be taught in primary schools for each teacher should be made known beforehand. The government should increase the number of mathematics school inspectors for primary schools mathematics teachers to be inspected and supported effectively. The other recommendation is that primary mathematic curriculum should be reviewed. Parents should be involved in the contribution of school buildings, furniture, textbooks and other materials. The study recommends further studies to analyse primary schools mathematics curriculum and to compare between government and non government primary schools in mathematics performance.